Here, we assess whether quantity representations are influenced by the perceptual biases hypothesized to manifest in depressive individuals. In contrast to this clinical model, several prominent models of numerical cognition assume that quantity representations are abstract, and therefore are independent of the items that are being quantified. If…

The purpose of this research was to describe the positions and causes of students' errors in algebraic thinking based on the cognitive style. This study was qualitative research with subject consisting of twelve students. The results showed that (1) students with Field Independent type tended to make errors at the stage of comprehension,…

The focus of this study is the relationship between students' performance in mental calculation and the strategies they use when solving three-digit mental addition problems. The sample comprises 78 4th grade students (40 boys and 38 girls). Their mean age was 10 years and 4 months. The main novelties of the current research include (1)…

This study assessed the effectiveness of a three-step cognitive strategy (TIP) for calculating tip and total bill for young adults with intellectual disability. In the context of pre- and post-test nonequivalent-groups design, 10 students from a postsecondary education program for individuals with disabilities participated in the study. A teacher…

Fifth-grade students (n=101) were studied to determine the effect of instruction on (1) the development of computational estimation strategies; (2) types of estimation errors made; and (3) estimation skills. Results indicate students adopt the estimation strategies taught and that introducing mathematical concepts through estimation increases…

This study investigated the fluency with which first-graders with strong, moderate, or weak mathematical abilities apply the decomposition-to-10 and tie strategy on almost-tie sums with bridge over 10. It also assessed children's memorized knowledge of additions up to 20. Children's strategies were analysed in terms of Lemaire and Siegler's model…

This paper describes a case study in which one woman in a focus group of 11 women recounted her use of numerical and mathematical tools in her personal and work life. According to the researcher, the subject's experiences engendered strong feelings and revealed that aspects of her self-identity were bound up with her use of tools and feelings…

Promotes mathematics instruction that goes beyond computation and problem solving, attempting to make children the "posers of problems." Addresses differences in hemisphericity, processing, and learning styles, as well as maturation differences, sex differences, effects of stimulation, enriched environments, emotion, and the control of attention.…

While the emphasis and content of school mathematics differ little between Japan and America, by the time students reach junior high school, performance as measured by international studies differs greatly. This report provides a profile of the attitudes toward, strategies used, and performance on mental computation of Japanese students in grades…

Does conceptually oriented instruction jeopardize students' computational competence? If it does, then why are so many reform efforts continuing to emphasize the importance of teaching for conceptual understanding? If it does not, then why are the majority of teachers at all grade levels continuing to teach for computational competence without…